Ministry of Education Science and Technology

Antigua and Barbuda

Biology SBA Laboratory Manual

Forms 3 to 5

Last Revised Sept 2020

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Contents
Overview: ...................................................................................................................................4
Format for writing up a lab report................................................................................................4
Constants and variables in science experiments: ..........................................................................5
Definition of experimental skills (XS) .........................................................................................6
Skill coverage: ........................................................................................................................7
Mandatory topics .....................................................................................................................8
Planning and Designing Labs ......................................................................................................9
The Investigative Project (IP) ......................................................................................................9
Generic Mark Scheme for Investigative Project .......................................................................9
Form 3 Science SBA Planning Form ......................................................................................... 11
Upper Secondary Science SBA Monitoring Form...................................................................... 13
Form 3 Term 1 .......................................................................................................................... 14
Lab 1: Drawing of a living organism ..................................................................................... 14
Lab 2: Making a dichotomous key ......................................................................................... 15
Lab 3: Density of plant species .............................................................................................. 16
Lab 4: Food web ................................................................................................................... 17
Lab 5: Water retention in soil ................................................................................................ 18
Lab 6: Air content in Soil ...................................................................................................... 19
Form 3 Term 2 .......................................................................................................................... 20
Lab 7: Drawing of an unspecialized cell ................................................................................ 20
Lab 8: Model of a cell ........................................................................................................... 21
Lab 9: Cross section of a root ................................................................................................ 22
Lab 10: Diffusion .................................................................................................................. 23
Lab 11: Diffusion and pH ...................................................................................................... 24
Lab 12: Osmosis.................................................................................................................... 25
Lab 13: Comparing osmosis .................................................................................................. 26
Lab 14: Keeping cut flowers fresh ......................................................................................... 27
Form 3 Term 3 .......................................................................................................................... 28
Lab 15: Observing photosynthesis ......................................................................................... 28
Lab 16: Drawing of a leaf ...................................................................................................... 29
Lab 17: Testing a leaf for starch ............................................................................................ 30
Lab 18: Food test for starch ................................................................................................... 31
Lab 19: Food test for protein ................................................................................................. 32
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 Lab 20: Effect of enzymes ..................................................................................................... 33
Lab 21: Energy content in food ............................................................................................. 34
Form 4 Term 1 .......................................................................................................................... 35
Lab 22: Effect of sugar on yeast ............................................................................................ 35
Lab 23: Anaerobic respiration ............................................................................................... 36
Lab 24: Gaseous Exchange .................................................................................................... 37
Lab 25: Respiratory health..................................................................................................... 38
Form 4 Term 2 .......................................................................................................................... 39
Lab 26: Transport in plants .................................................................................................... 39
Lab 27: Conditions affecting transpiration ............................................................................. 40
Lab 28: Transpiration and light.............................................................................................. 41
Lab 29: Drawing of a mammalian kidney .............................................................................. 42
Form 4 Term 3 .......................................................................................................................... 43
Lab 30: Geotropism ............................................................................................................... 43
Lab 31: Reaction time ........................................................................................................... 44
Lab 32: Choice chambers ...................................................................................................... 45
Form 5 Term 1 .......................................................................................................................... 46
Lab 33: Drawing of a seed ..................................................................................................... 46
Lab 34: Growth in a Seedling ................................................................................................ 47
Lab 35: Pre and post germination food test ............................................................................ 48
Lab 36: Drawing of a flower.................................................................................................. 49
Lab 37: Disease vector control .............................................................................................. 50
Form 5 Term 2 .......................................................................................................................... 51
Lab 38: Monohybrid crosses.................................................................................................. 51
Lab 39: Inheritance (Tongue rolling) ..................................................................................... 52
Lab 40: Variation in plants .................................................................................................... 53
Appendix: Generic mark schemes ............................................................................................. 54
Generic ORR Criteria ............................................................................................................ 54
Generic DRW Criteria ........................................................................................................... 55
Generic MM Criteria ............................................................................................................. 55
Generic AI Criteria ................................................................................................................ 56

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Overview:
This document is designed to assist science teachers to plan and execute practical exercises that
fulfill the requirements for the SBA in science. It is a companion document to the Physics
Course Outline.

The SBA should NOT be taught as a separate subject. Practical activities should be an integral
part of the student experience. They can be used to reinforce previously taught concepts or to
teach new content, life skills, and attitudes. They should not be relegated to less important than
the theory

Format for writing up a lab report

In general laboratory reports should observe the following format.
(i) Date Date of experiment commences
(ii) Title Title of the laboratory practical
(iii) Aim/Purpose Reason for doing the experiment
(iv) Hypothesis (if necessary) A statement that will be tested in the experiment.
This is not required for every experiment
(v) Apparatus and Materials List of all equipment, chemicals and materials
used in the experiment
(vi) Method/Experimental Procedure Logically sequenced, step-by-step procedure
written in the passive voice
(vii) Variables Identify the manipulated, responding and
controlled variables
(viii) Results and Observations Presentation of data gathered during the
experiment
(ix) Analysis and Discussion Analysis of results, examination of trends,
responses to questions
(x) Sources of error/Precautions/ Sources of error are events that can negatively
Limitations affect the results.
Precautions are special steps taken to reduce
errors and increase reliability of results.
Limitations are factors that that restrict the
extent to which generalizations of experimental
results are justified
(xi) Conclusion A statement that either (a) accepts or rejects the
hypothesis or (b) summarizes the main findings
as they relate to the aim
(xii) Reflection Usually a brief set of statements of the value of
the experiment and its personal impact

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Constants and variables in science experiments:
A quantity whose value never changes is called a constant. For example, the number of
centimetres in a metre is a constant, because its value is always 100. A variable is a quantity
whose value can change. For example, the weight of a person is a variable because it can change
from time to time. Three important types of variables in science experiments are manipulated,
responding and controlled variables.

The manipulated (or independent) variable is the one whose value the experimenter
deliberately changes (i.e. (s)he manipulates the values of this variable). By changing this
variable, the experimenter hopes that it will cause the value of the responding variable to change.
The experimenter should ensure there is only ONE manipulated variable in any experiment (i.e.
change only one thing at a time).

The responding (or dependent) variable is the variable whose value changes when the
manipulated variable changes. (That is, the value of the responding variable “depends” on the
value of the manipulated (independent) variable). The experimenter should generally measure
only one dependent variable in a particular experiment.

Controlled variables are variables whose values are deliberately kept unchanged during the
experiment. In reality the value of the responding variable might depend on the value of many
other variables. To ensure that any change in the responding variable occurs only because of
what happens to the independent variable, the values of all other variables are kept constant.
There are usually several controlled variables in an experiment.

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Definition of experimental skills (XS)
The definition of the CSEC experimental skills in integrated science are as follows:

Profile dimensions Practical skill Explanation

The ability to:
Profile 3 (P3) Observation/  use the senses to perceive objects and events
Experimental skills Recording/ accurately;
Reporting  present written or oral report, drawing or
(ORR) other graphical representation which is clear,
concise, accurate and pertinent to the
investigation;
 report and recheck unexpected results;
Profile 3 (P3) Drawing  make large, clear, labelled line representations
Experimental skills (DRW) of specimens, apparatus or models;
Profile 3 (P3) Manipulation/  set up and use carefully and competently
Experimental skills Measurement simple laboratory apparatus and measuring
(MM) instruments;
 appropriately prepare specimens and
materials for observation/investigation;
Profile 3 (P3) Planning/  develop hypotheses and devise means of
Experimental skills Designing carrying out investigations to test them;
(PD)  plan experimental procedures and operations
within the time allotted in appropriate
sequence
 modify operations as a result of difficulties
encountered in carrying out experiments or
obtaining unexpected results;
Profile 2 (P2) Analysis and  use experimental data to infer, predict and
Use of knowledge Interpretation draw conclusions;
(AI)  identify trends and patterns;
 make necessary and accurate calculations and
recognise the limitations and assumptions of
data;
 logically discuss experimental results;

NB. Students should be taught to write the “Discussion and Analysis” section of a report as a
smooth and logically developed mini essay. Questions posed in the lab are simply used
to guide the process. A student who writes a series of disjointed answers to the questions,
should lose the AI mark for having a logically developed discussion.

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Skill coverage:
In order to ensure conformity with the syllabus requirements, the Ministry of Education supports
the following guidelines for conducting the SBA in integrated science.
 General
o Practical activities should be designed so that they can be completed within a standard
double period (approximately 70 minutes). Lab books should be collected at the end of
the lab period.
o A maximum of two skills should be assessed in any activity
o Each lab should be marked, even if the mark does not contribute towards the final CSEC
SBA grade.
o A mark scheme should be prepared before students conduct a lab. The mark scheme
should only award whole number marks.
o On the prepared mark scheme, each skill should ideally be scored out of at least 10
marks, then scaled so that the maximum score is 10. If the total unscaled mark for a skill
is less than 10, then that mark (whether scaled or unscaled) should NOT contribute
towards the final CSEC SBA grade.
o After performing a lab, the mark scheme indicating the marks obtained (both scaled and
unscaled) should be attached to the lab report. Additionally, the final mark out of ten
should also be transferred to the table of contents in the lab book.
o Students should be given a chance to develop competence in a skill before receiving a
summative assessment. Hence, neither of the first TWO marks awarded for a skill should
contribute towards the final CSEC SBA grade.
o Each skill should be assessed at least twice per year. However, each mark does not
necessarily contribute to the final CSEC SBA grade.
o The final CSEC SBA grade is the sum of the year 1 (form 4) score and the year 2 (form
5) score. The total mark for each year should be clearly differentiated.

 Form 3
o Students should perform at least 6 labs in form 3. Although these labs count towards
syllabus coverage for the CXC program, the marks do NOT contribute to the final CSEC
SBA grade. Nevertheless, marks obtained for laboratory exercises in form 3 can be used
for internal school grades.
o Each skill should be assessed at least twice.
o Students should conduct at least ONE simple investigative project.

 Form 4 (year 1)
o Students should perform at least 12 labs. Each lab should be marked but the scores for
each lab will not necessarily contribute towards the final CSEC SBA grade.
o Each skill should be assessed at least twice during the year. The final CSEC SBA grade
for year 1 is determined as follows:
 The MM mark is the best score on this skill from qualifying labs done in form 4.
 The ORR mark is the best score on this skill from qualifying labs done in form 4.
 The PD mark is the best score on this skill from qualifying labs done in form 4.
 The DRW mark is the best score on this skill from qualifying labs done in form 4.
 The AI mark is the best score on this skill from qualifying labs done in form 4.

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 o Students should conduct an investigative project in form 4. This lab should be assessed
using the mark scheme provided in the CSEC syllabus, however, the AI mark should be
scaled to out of 10.

 Form 5
o Each skill should be assessed at least twice during the year. The final CSEC SBA score
for year 2 is determined as follows:
 The MM mark is the best score on this skill from qualifying labs done in form 5.
 The ORR mark is the best score on this skill from qualifying labs done in form 5.
 NB: The DRW mark in form 5 does not contribute to the final CSEC SBA score.
 The PD and AI marks are derived solely from the investigative project. This lab
should be assessed using the mark scheme provided in the CXC syllabus. The AI
mark should then be scaled to a maximum of 10.

Mandatory topics
Students should complete a minimum of 18 practicals including the following topics:
1. Ecological study.
2. Movement at molecular level (diffusion, osmosis).
3. Photosynthesis/respiration.
4. Food tests.
5. Germination.
6. Nutrition and diseases.
7. Genetics.

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Planning and Designing Labs
Planning and Designing (PD) labs are laboratory exercises which require students to develop
their own procedures to investigate scientific phenomena. Standard labs or labs for which the
procedures can be found (whether in a textbook or online), should not be used as PD labs

The investigative project is a special planning and design lab that the student must execute. It is
scored according to the general guidelines provided by CXC.

The Investigative Project (IP)

All students are required to undertake an investigative project in form 5. For this project,
students will use their skills to investigate a problem or to find out about a certain phenomenon
or area of interest. There are two parts to the investigative project. In part A – called the
proposal – students identify a problem to be investigated and develop a plan to investigate this
problem. The proposal is assessed for the PD skill. In part B – called the implementation –
students will carry out the previously devised plan. The implementation is assessed for the AI
skill.

Questions set by CXC in Question 1 of the Practical examination prior to 1997 are useful
examples of open-ended investigative activities that may be used as exemplars. Additionally, the
physics syllabus contains detailed exemplars of investigative projects. The generic mark scheme
for the investigative project is as shown below.

Generic Mark Scheme for Investigative Project

Part A: The Proposal (PD)

# Criteria Max Actual
1 Hypothesis is clearly stated (1) and testable (1) 2
2 Aim is related to hypothesis 1
3 Complete list of appropriate materials and apparatus 1
4 Method (5 to 6)
5 Logical sequence of steps in method 1
6 Workable procedure 1
7 At least one controlled variable correctly identified 1
8 Expected results/Treatment of results (9 to 11)
9 Clear logic for accepting hypothesis 1
10 Clear logic for rejecting hypothesis 1
11 Any reasonable assumption, precaution or source of error 1
Total (PD) 10

NB: A “workable procedure” must clearly demonstrate changing the manipulated variable and
measuring the responding variable.

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Part B: The implementation (AI)
# Criteria Max Actual
1 Method is linked to proposal and has change of tense 1
2 Results (Numerical data: calculations) (3 to 4)
3 At least one relevant statistical measure employed 1
4 Accuracy of calculations (minus 1 for each error) 3
2 OR Results (Numerical data: graphical relationship)*
3 Appropriate type of graph plotted (1)
4 Extracts information from graph (maximum 3) (3)
2 Results (Non numerical data)
3 Reasonable method for extracting information from data (1)
4 Accuracy of applying data extraction procedure (3)
 minus 1 for each error (up to maximum 3)
5 Discussion (6 to 10)
6 Appropriate use of scientific terms definitions 1
7 Discussion is clear and logically developed 1
8 Discussion is thorough 1
9 Interpretation of results is 2
 fully supported by data is (2), partly supported by data (1)
10 Limitations, precautions, sources of error 3
 Any combination of 3 (1 mark each)
11 Reflections (12 to 15)
12 States relevance between the experiment and real life 1
13 States impact of knowledge gained from experiment on self 1
14 States, with reason, whether or not any adjustment was made 1
15 Communication of information: 2
 Use of appropriate scientific language, grammar and clarity of
expression all of the time (2); some of the time (1)
16 Conclusion is related to aim (1) and follows from results (1) 2
TOTAL (20)

Special Note:
 The “Results” section of the implementation report refers to the manipulation of data to
extract information {e.g. correctly performing calculations on numerical data, or suitably
coding qualitative data} while the “Discussion” section refers to logical presentation and
analysis of the extracted information.
 The table above shows “Results” criteria for three different types of data but only one set
of criteria will be used in any given lab.
 Note that the process of drawing a graph is an ORR skill but any use of the drawn graph
to assist the decision process is an AI skill.

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 Ministry of Education
Form 3 Science SBA Planning Form

School: ____________ Subject: Biology Form: ____________

Teacher: __________________________________________ Date: ____________

H. O. D: __________________________________________ Date: ____________

Principal: __________________________________________ Date: ____________

# Title Topic DRW ORR MM AI PD

1 Drawing of a living organism Other (classification) 10
2 Making a dichotomous key Other (classification) 10
3 Density of plant species Ecological study 10 10
4 Food web Ecological study 10 10
5 Water retention in soil Ecological study 10 10
6 Air content in soil Ecological study 10 10
Form 3 Term 2
7 Drawing of an unspecialized cell Other 10
8 Model of a cell Other 10
9 Cross section of a root Other 10
10 Diffusion Diffusion/osmosis 10
11 Diffusion and pH Diffusion/osmosis 10
12 Osmosis Diffusion/osmosis 10 10 10
13 Comparing osmosis Diffusion/osmosis 20 10
14 Keeping cut flowers fresh Other 20 10
Form 3 Term 3
15 Observing photosynthesis Photosynthesis/respiration 10 10 10
16 Drawing a leaf Photosynthesis/respiration 10
17 Testing a leaf for starch Photosynthesis 10 10
18 Food test for starch Nutrition and disease 10
19 Food test for protein Nutrition and disease 10 10
20 Effect of enzymes Nutrition and disease 10 10
21 Energy content of peanut Nutrition and disease 10 10

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 Ministry of Education
Upper Secondary Science SBA Planning Form

School: ____________ Subject: Biology Form: ____________

Teacher: __________________________________________ Date: ____________

H. O. D: __________________________________________ Date: ____________

Principal: __________________________________________ Date: ____________

# Title Topic DRW ORR MM AI PD

Form 4 Term 1
22 Effect of sugar on yeast Nutrition and disease 20 10
23 Anaerobic respiration Photosynthesis/respiration 10 10 10
24 Gaseous exchange Photosynthesis/respiration 10
25 Respiratory health Photosynthesis/respiration 20 10

Form 4 Term 2
26 Transport in Plants Other 10 10
27 Conditions affecting transpiration Other 10 10
28 Transpiration and light Other 20 10
29 The mammalian kidney Excretion 10
Form 4 Term 3
30 Geotropism Other 10 10
31 Reaction time Other 10
32 Choice chambers Other 10
Form 5 term 1
33 Drawing of a seed Germination 10
34 Growth of a seedling Germination 10
35 Pre and post germination food test Germination 10 10
36 Drawing of a flower Other 10
37 Disease vector control Nutrition and diseases 10
Form 5 term 2
38 Monohybrid crosses Genetics 10 10
39 Inheritance (tongue rolling) Genetics 20 10
40 Variation in a plants Genetics 10

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Form 3 Term 1
Lab 1: Drawing of a living organism
Topic: Other (Classification)
Title: Drawing of a living organism
Aim: To draw a diagram of a living organism.
Materials: pencil, paper.

Procedure:
1. Take a walk in the field. Select a living organism.
2. Make a labelled drawing of at least three visible features.
Some examples of organisms are
(i) a small shrub (preferably less than 20 cm tall and with five or fewer leaves). Pull
up the shrub and make a labelled drawing which shows the roots, stem and leaves.
(ii) a mature tree. Make a labelled drawing which shows the trunk, stems and leaves.

NB: Drawings should be done on a plain sheet of paper using a sharp pencil.

Results:
1. Secure your diagram in your lab book.

Conclusion: (Not required, but may be included)

Reflection:
1. Why did you select this particular organism?

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Lab 2: Making a dichotomous key
Topic: Other (Classification)
Title: Making a dichotomous key
Aim: To create a dichotomous key
Materials: 6 different types of leaves, pencil, paper

Procedure:
1. Collect six different types of leaves.
2. Construct a dichotomous key which can be used to identify each leaf from among the set
of six.

Results:
1. Take a photograph (or make a sketch) of the leaves and secure the image in your lab book.
2. Record your dichotomous key in a suitable manner

Analysis and discussion:

1. Explain the importance of biological classification.

Conclusion:
State whether or not you were able to create an accurate dichotomous key.

Reflection:
1. Was it difficult to develop a classification key?

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Lab 3: Density of plant species
Topic: Ecological study
Title: Density of plant species
Aim: To determine the density of a specific plant species in a local ecosystem
Materials: 1.0 m2 quadrats, measuring tape

Procedure:
1. Use a rule and measure the length of each side of the quadrat. Hence determine the area
of the quadrat.
2. Toss the quadrat at a random point in the area to be studied.
3. Count the number of each type of plant species found in the quadrat.

Results:
1. Record the number of each type of plant species found in the quadrat.

Analysis and discussion:

1. Define the term “density of a species”.
2. Select one organism from your sample and determine its density.
3. Which is the most abundant species in your sample?
4. Suggest one factor that supports the abundance of this species.

Conclusion:
Complete the following statement:
Based on the results of this experiment, the density of {name of plant} in the field is _____ .

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

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Lab 4: Food web
Topic: Ecological study
Title: Food web
Aim: To construct a local food web.
Materials: Lab book

Procedure:
1. Take a walk around the school compound and observe organisms in the environment.
2. Record at least 10 living organisms found on the compound.

Results:
1. Record your results using a suitable format.

Analysis and discussion:

1. Classify the organisms as producers, decomposers, herbivores, carnivores, omnivores.
2. Construct a food web using the organisms named.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Briefly describe your personal thoughts as you conducted this lab.

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Lab 5: Water retention in soil
Topic: Ecological study
Title: Water retention in soil
Aim: To investigate the water retention capacity of three different types of soils.
Materials: Samples of sand, loam and clay, water, filter paper, measuring cylinder, funnels,
triple beam balance, evaporating dish.

Procedure:
1. Use the triple beam balance to find the mass of an evaporating dish.
2. Measure 30 g of loam soil in the dish.
3. Repeat step 2 for the sand and clay samples.
4. Fold three large filter papers appropriately and place one into each funnel.
5. Place each funnel over a 100 ml measuring cylinder.
6. Carefully transfer each soil sample to a separate funnel.
7. Slowly pour 25 ml of water over the loam soil.
8. Allow the water to drain and measure how much collects in the measuring cylinder.
9. Repeat steps 7 and 8 for the two other soil samples.

Results:
1. Record your results in a suitable table.

Analysis and discussion:

1. Calculate the volume and percentage of water retained for each soil.
2. Arrange the soil according to the retention ability.
3. Discuss one implication of water retention ability when considering soil usage.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Briefly describe your personal thoughts as you conducted this lab.

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Lab 6: Air content in Soil
Topic: Ecological study
Title: Air content in soil
Aim: To compare the amount of air in different soils.
Materials: Sand, clay, loam, measuring cylinders, water

Procedure:
1. Pour 50 ml of water into a measuring cylinder.
2. Measure 50 ml of soil into a measuring cylinder.
3. Carefully pour the water into the measuring cylinder containing the soil. Observe what
happens.
4. Stir the mixture gently until bubbles stop coming from the soil.
5. Record the volume of water and soil mixture.
6. Repeat steps 1-5 using the other type of soils.

Results:
1. Record your results in a suitable format.

Analysis and Discussion:

1. Calculate the difference between the initial and the final volume of each mixture.
2. Calculate the percentage of air in each soil type.
3. Which soil type had the highest percentage of air? Suggest a reason for this.
4. Arrange the soils in descending order of air content.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

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Form 3 Term 2
Lab 7: Drawing of an unspecialized cell
Topic: Other (Cells)
Title: Drawing of an unspecialized cell
Aim: To draw a diagram of an unspecialized cell
Materials: Photomicrograph, pencil, ruler.

Procedure:
After observing a photomicrograph of a cell (either an animal or a plant cell), make a large, clear,
labelled diagram of the cell.

Analysis and discussion:

1. Identify three key structures of the cell

Reflection:
1. Did you gain any new knowledge (if so what is it?)
2. In what way is the ability draw the diagram of a cell related to real life?

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Lab 8: Model of a cell
Topic: Other (Cells)
Title: Model of a cell
Aim: To create a model of an unspecialized cell
Materials:

Procedure:
After observing a photomicrograph of a cell (either an animal or a plant cell), make a model of the
cell using any available materials.

Results:
1. Place a photo of your model in your lab book.

Analysis and discussion:

1. Identify two key structures in the cell and for each structure, describe its main function.

Reflection:
1. Did you gain any new knowledge (if so what is it?)
2. In what way is the ability to create a model of a cell related to real life?

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Lab 9: Cross section of a root
Topic: Other (Cells)
Title: Cross section of a root
Aim: To draw a diagram of the cross section of a root
Materials: Photomicrograph, pencil, ruler.

Procedure:
1. Examine and draw the cross section of a root as seen under the light microscope.

Reflection:
1. Did you gain any new knowledge (if so what is it?)
2. In what way is the ability draw the diagram of a cell related to real life?

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Lab 10: Diffusion
Topic: Diffusion/Osmosis
Title: Diffusion
Aim To demonstrate diffusion of potassium permanganate (KMnO ) 4

Materials KMnO crystals, distilled water, beaker, spatula

4

Procedure
1. Fill a large beaker with water and allow it to settle.
2. Use the spatula to transfer some potassium permanganate crystals to the water and leave
the beaker undisturbed. Observe the water at intervals for an hour.

Results:
1. Record your observations in a suitable format (select relevant details).

Analysis and discussion:

1. Define the term diffusion.
2. Where was the concentration of potassium permanganate particles greatest initially?
3. What evidence is there to suggest that the permanganate particles are in motion?
4. What evidence is there to suggest that the water molecules move?

Conclusion:
Complete the following statement:
Based on the results of this experiment it is concluded that diffusion of potassium permanganate
occurs when …

Reflection:
1. Did you gain any new knowledge (if so what is it?)
2. Does learning about diffusion have any relationship to real life?

23
Lab 11: Diffusion and pH
Topic: Diffusion/Osmosis
Title: Diffusion and pH
Aim: To determine whether pH affects the rate of diffusion.
Hypothesis:
Materials:

Stimulus
Diffusion of potassium permanganate was observed in pure water, which is neutral. A student
wants to find out if the pH of a liquid will affect the rate of diffusion. Plan and design an
experiment to find out if the pH of a liquid affects the rate of diffusion.

24
Lab 12: Osmosis
Topic: Diffusion/Osmosis
Title: Osmosis
Aim: To investigate osmosis in potato/paw-paw strips
Materials: Potato, ruler, 2 beakers, distilled water, knife, salt solution, paper towel, balance.

Procedure
1. Place 100 ml of distilled water into one beaker and 100 ml of salt solution into the other
beaker.
2. Label both beakers.
3. Use a cork borer to extract two strips of potato.
4. Use the knife to cut the strips so that they are both 5 cm long.
5. Dry the strips using a paper towel.
6. Record the initial mass of both strips.
7. Add one of the strips to each beaker (ensure the strips are completely submerged).
8. Remove the strips and dry them with paper towel at 15, 30 and 45 minutes. Measure the
mass of each strip.

Results:
1. Record the observations in a suitable table.
2. Plot a line graph to show the results.

Analysis:
1. By how much did the mass of the strip in water change during the first 15 minutes?
2. By how much did the mass of the strip in salt solution change during the first 15 minutes?
3. Define the term osmosis.
4. In terms osmosis, explain why the mass of the strip in the salt solution changed.
5. During which fifteen-minute period did the mass of the strip in salt solution change most?

Conclusion:
Complete the following statement:
Based on the results of this experiment it is concluded that water can travel through cell
membranes through a process called …

Reflection:
1. Did you gain any new knowledge (if so what is it?)
2. Does learning about osmosis have any relationship to real life?

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Lab 13: Comparing osmosis
Topic: Diffusion/Osmosis
Title: Comparing osmosis
Aim:
Hypothesis:
Materials:

Stimulus:
After observing osmosis in the white potato, a student wants to find out if the process occurs
more readily in sweet potato. Design an experiment to determine if osmosis occurs more readily
in sweet or white potato.

26
Lab 14: Keeping cut flowers fresh
Topic: Other (Transport)
Title: Keeping cut flowers fresh
Aim:
Hypothesis:
Materials:

Stimulus:
A florist claims that flowers placed in water to which a few drops of liquid bleach has been
added stay fresh longer than flowers that are placed in water only. Plan and design an experiment
to examine this claim.

27
Form 3 Term 3
Lab 15: Observing photosynthesis
Topic: Photosynthesis/respiration
Title: Observing photosynthesis
Aim: To demonstrate photosynthesis in a local plant
Materials: pondweed, beaker, baking soda solution, glass funnel, light source, splint,
matches

Procedure:
1. Place some fresh pondweed in a beaker.
2. Invert the funnel over the pondweed in the beaker.
3. Add enough baking soda solution to completely cover the pondweed and the funnel.
4. Completely fill the test tube with water. Place a thumb of the top of the test tube and
invert it over the neck of the funnel (ensure the top of the test tube remains submerged
during this process).
5. Place the set up on bright light for 45 minutes.
6. Remove the test tube and immediately place a glowing splint in the test tube.

Results:
1. Describe any changes in the contents appearance of the set up over time.
2. Describe what happens to the glowing splint when placed in the test tube.

Analysis and discussion:

1. Write a word equation (including the condition) for photosynthesis.
2. Why did the water level in the test tube decrease?
3. What gas is produced in the test tube? Give your reason.
4. How would you modify this lab to determine if sunlight is necessary for photosynthesis?

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief statement on the value of the experiment and its personal impact.

28
Lab 16: Drawing of a leaf
Topic: Photosynthesis/respiration
Title: Drawing of a Leaf
Aim: To draw the external features of a leaf
Materials: Leaf

Procedure:
1. Obtain a leaf from a tree. Observe the leaf. Make a drawing of the external structures.

Analysis and discussion:

1. Identify three key structures of the leaf.
2. Select one structure and discuss one important function of that structure.

Conclusion:
Complete the following statement:
Two external features of a leaf are …

Reflection:
1. Did you gain any new knowledge (if so what is it?)
2. In what way is learning about leaves related to real life?

29
Lab 17: Testing a leaf for starch
Topic: Photosynthesis/respiration
Title: Testing a leaf for starch
Aim: To test a leaf for Starch
Materials: Boiling tube, beaker, Bunsen burner, dropper, ethanol, iodine, water, white tile

Procedure:
1. Take a photograph of your leaf before you begin.
2. Boil some water in a beaker then place the leaf in the boiling water for about one minute
in order to soften it.
3. Half fill a boiling tube with ethanol then place the leaf into the boiling tube.
4. Remove the beaker from the flame then place the boiling tube into the beaker. The
alcohol should begin boiling.
5. When the alcohol stops boiling, remove the leaf and dip it in the hot water to soften it
again.
6. Spread out the leaf on a white tile and cover it with iodine. Observe what happens.

Results:
1. Take a photograph of the leaf after completing the lab. Place both photos of the leaf in
your lab book.
2. Describe the changes observed in the leaf by the end of the experiment.

Analysis and discussion

1. Why was the leaf boiled in water?
2. Why was the leaf boiled in ethanol?
3. Why was it necessary to remove the beaker from the flame before boiling the leaf in
ethanol?

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief statement on the value of the experiment and its personal impact.

30
Lab 18: Food test for starch
Topic: Nutrition and disease
Title: Food test for starch
Aim: To test a number of food items for the presence of starch
Materials: Food items to be tested (milk, crackers, sugar), iodine solution, droppers, spot
plates.

Procedure:
1. Place a small quantity of each food item in separate holes on a spot plate.
2. Describe the appearance of the iodine.
3. Using the dropper, place one to two drops of iodine solution on each food item.
4. Carefully observe any colour change and record your results in a suitable results table. Note
that a blue/black colour change indicates the presence of starch.

Results:
1. Record your results in a table like the one below:
Foods Observation Conclusion
Milk
Crackers

Analysis and Discussion:

1. Classify the foods into two groups – those which contain starch and those which do not.

Conclusion:
Write a suitable conclusion to this experiment.

Reflection:
Justify learning about food tests in science.

31
Lab 19: Food test for protein
Topic: Nutrition and disease
Title: Food test for protein
Aim: To test food for the presence of protein.
Materials: Biuret reagent, various food samples (e.g. egg white, full cream milk, potato), test
tubes, test tube rack, dropper.

Procedure:
1. Mix about 1 cm3 of water with an equal volume of food in a test tube and shake well.
2. Add about 2 cm3 of biuret reagent to the mixture. (If there is no biuret reagent, then first
add 2 cm3 of dilute potassium hydroxide, followed by 3 drops of 1 % copper sulphate
solution). Observe any colour change.
3. Repeat steps 1 and 2 for all other food samples

Results:
1. Record your results in a suitable format.

Analysis and discussion:

1. What is the original colour of the Biuret reagent?
2. What colour change of Biuret reagent indicates a positive test for the presence of protein?

Conclusion:
Write a suitable conclusion to this experiment.

Reflection:
Justify learning about food tests in science.

32
Lab 20: Effect of enzymes
Topic: Nutrition and diseases
Title: Effect of enzymes
Aim: To determine the effect of salivary amylase on starch
Materials: White tile, 2 syringes(5 ml), 250 cm3 beaker, 2 test tubes, dropper, stopwatch,
dropping pipette, iodine solution, starch suspension, amylase solution, warm
water.

Procedure:
1. Carefully describe the appearance of the starch suspension, the amylase solution and the
iodine.
2. Pour about 125 cm3 of warm water into the beaker.
3. Use separate syringes to transfer 5 cm3 of starch in one test tube and 5 cm3 of amylase
into the other test tube.
4. Place both test tubes in the beaker for five minutes.
5. Place 20 spots of iodine on the white tile.
6. When the five minutes have expired, pour the starch suspension into the test tube with the
amylase solution.
7. Immediately use the pipette to transfer a sample of the mixture to an iodine spot on the
tile.
8. Repeat step 7 at 30 seconds intervals for 10 minutes. Use a different spot each time.

Results:
1. Record your observations in a suitable format.

Analysis and discussion:

1. What is the colour of iodine in the presence of starch?
2. After how long was no more starch present in the mixture?
3. Why do you think no more starch is present?
4. Describe a test you could perform to identify the newly formed substance.

Conclusion:
Write a suitable conclusion for this lab

Reflection:
Did you gain any new knowledge (if so what is it?)

33
Lab 21: Energy content in food
Topic: Nutrition and disease
Title: Energy content in food
Aim: To determine the energy content of peanut.
Materials: Clamp and stand, boiling tube, thermometer, Bunsen burner, peanut, pin, water,
balance

Procedure:
1. Use the balance to find the mass of the peanut.
2. Pour 20 cm3 of water into the boiling tube.
3. Clamp the boiling tube on the stand so that the tube is slanted.
4. Use the thermometer to measure and record the temperature of the water.
5. Push the tip of the pin into the peanut.
6. Light the Bunsen burner and hold the peanut in the flame until it catches fire.
7. After the peanut catches fire, place it under the boiling tube so that the flame heats up the
water. (Relight the peanut if it stops burning)
8. Continue until the peanut no longer burns.
9. Stir the water with the thermometer then measure and record the final temperature of the
water.

Results:
1. Record your results in a suitable format.

Analysis and discussion:

1. Assume 1 cm3 of water has a mass of 1g. What is the mass of 20 cm3 of water?
2. The specific heat capacity of water is 4.2 J/g oC (i.e. 4.2 J of energy raise the temperature
of 1 g of water by 1 oC). How much energy is needed to raise 20 g of water by 1 oC?
3. How much energy did the 20 cm3 of water absorb as its temperature changed from T 1 to
T2?
4. If the water absorbed all the energy produced by the peanut, how much energy did the
peanut give off?
5. The energy content of the peanut is the energy contained in each gram. Calculate the
energy content of the peanut.
6. Identify one source of error in this experiment.
7. Suggest one way to improve the experiment.
8. If the experiment was repeated using a different peanut would you expect to get the same
results? Explain.

34
Form 4 Term 1
Lab 22: Effect of sugar on yeast
Topic: Nutrition and disease
Title: Effect of sugar on yeast
Aim:
Hypothesis:
Materials:

Stimulus:
A little sugar speeds up the rate of fermentation of yeast, but does the type of sugar (brown,
white) matter? Design an experiment to determine whether brown sugar is more effective at
causing dough to rise than white sugar.

35
Lab 23: Anaerobic respiration
Topic: Photosynthesis/respiration
Title: Anaerobic respiration
Aim: To investigate the products of anaerobic respiration in yeast.
Materials: Two boiling tubes, delivery tubes and bung, sugar, yeast, Bunsen burner, lime
water, pipette, glass stirring rod, liquid paraffin, test tube holder.

Procedure:
1. Pour some water into a boiling tube and allow it to boil.
2. Put some sugar into the water, stir until the sugar dissolves and allow the water to cool.
3. Add some yeast to the sugar solution and stir to mix in the yeast.
4. Pour some liquid paraffin into the boiling tube containing the sugar and yeast mixture.
5. Pour some water into the other boiling tube.
6. Place a delivery tube and bung into the boiling tube containing the sugar and yeast
mixture. Set the free end of the delivery tube into the boiling tube with the limewater
solution. Ensure that the end of the delivery tube passes below the surface of the
limewater.
7. Put the apparatus in a warm place for a few hours. Observe any changes to the limewater.
8. Remove the bung from the delivery tube containing the yeast and use a pipette to remove
the liquid paraffin. Carefully sniff the contents of the boiling tube.

Results:
1. Record your results in a suitable format.

Analysis:
1. Differentiate between aerobic and anaerobic respiration.
2. Why is it important to boil the water at first?
3. What is the purpose of the liquid paraffin in the experiment?
4. What is the gas given off in the experiment above? Give your reason.
5. What liquid is produced as a result of the reaction in this experiment?

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief statement on the value of the experiment and its personal impact.

36
Lab 24: Gaseous Exchange
Topic: Photosynthesis/respiration
Title: Gaseous Exchange
Aim: To examine and draw the gills of a fish
Materials: A fresh, dead fish, a sharp pair of scissors, a hand lens, petri dish, dissecting
board.

Procedure:
1. Locate the operculum of the fish and lift it gently, observe the gills.
2. Use scissors and forceps to cut away the operculum in order to expose the gills. Cut away
one gill and place it in a petri dish of water.
3. Examine the gill using the hand lens.
4. Draw and label the gill.

Results:
1. Secure your diagram in your lab book

37
Lab 25: Respiratory health
Topic: Photosynthesis/respiration
Title: Respiratory health
Aim:
Hypothesis:

Stimulus:
“Tobacco smoke causes millions of deaths each year – deaths that are often slow and painful. So
why would anybody want to smoke?” Ryan et al. pg. 62.

Design an experiment to gain information regarding smoking habits of persons in Antigua and
Barbuda.

Analysis:
1. Identify at least one trend in the data.
2. Suggest an explanation for the trend you observe.
3. Suggest a national implication based on your analysis of the data.
4. Calculate at least one percentage value based on the data obtained.

38
Form 4 Term 2
Lab 26: Transport in plants
Topic: Other (Transport)
Title: Transport in Plants
Aim: To observe transport of water in a stem
Apparatus and Materials: Celery stalk, beaker, water, food colouring, razor blade.

Procedure:
1. Half fill a beaker with water.
2. Put a few drops of food colouring into the beaker of water.
3. Place the celery stalk into the beaker of coloured water and let it stand for 24 hours.
4. After 24 hours record any changes in the celery stalk.
5. Use the razor blade to cut a section from the celery stalk.
6. Examine the section with a hand lens.
7. Make a drawing of your observations.

Results:
1. Secure your diagram in your lab book.

Analysis:
1. Explain how transpiration aids in water uptake from the roots.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief statement on the value of the experiment and its personal impact.

39
Lab 27: Conditions affecting transpiration
Topic: Other (Transport)
Title: Conditions affecting transpiration
Aim: To determine the conditions that affect transpiration most
Materials: 3 seedlings, water, vegetable oil, 3 measuring cylinders

Procedure:
1. Carefully remove three seedlings of the same size and species from the same area.
2. Gently wash the roots of the seedlings to remove all of the soil.
3. Label the measuring cylinders A, B, and C.
4. Pour 10 ml of water into each measuring cylinder.
5. Place one seedling into each measuring cylinder ensuring that the roots are completely
immersed.
6. Gently pour 1 ml of vegetable oil into each measuring cylinder.
7. Place one measuring cylinder in a sunny area, one in sunny and windy area and the other
in a dark area with no wind.
8. Leave the measuring cylinders in their respective locations for 24 hours.

Results:
1. Record the initial volume and the final volume of water in each measuring cylinder.

Analysis and Discussion

1. Why was the vegetable oil poured in the measuring cylinders?
2. Calculate the percentage of water loss in each measuring cylinder.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

40
Lab 28: Transpiration and light
Topic: Other (Transport)
Title: Transpiration and light
Aim: To investigate whether light affects transpiration
Apparatus and Materials:

Stimulus:
Among the factors that affect the rate of transpiration are temperature and humidity. Plan and
design an experiment to determine whether the colour of light affects the rate of transpiration.

41
Lab 29: Drawing of a mammalian kidney
Topic: Other (Excretion)
Title: Drawing of a mammalian kidney
Aim: To draw a diagram of a mammalian kidney
Materials: Sharp pencil, drawing paper, kidney (dissected to show the transverse section)

Procedure:
1. You are provided with a kidney that has been cut to reveal its internal structure. Examine
the internal structure of the kidney with the hand lens.
2. Make an annotated drawing of the kidney.

Reflection:
1. Did you gain any new knowledge (if so what is it?)

42
Form 4 Term 3
Lab 30: Geotropism
Topic: Other (Irritability)
Title: Geotropism
Aim: To investigate the response of seedlings to gravity
Apparatus and Materials: Soaked beans, transparent cup, paper towel, water, cardboard box

Procedure:
1. Line the transparent cup with paper towel then thoroughly wet the paper towel.
2. Place three soaked beans equal distance apart between the paper towel and the side of the
cup. Turn each bean at a different angle e.g. one with the hilum facing up one with the
hilum facing down and one with it facing sideways.
3. Two days after the beans germinate make drawings to show the orientation of the root of
each seedling.

Results:
1. Place your drawing in your lab book.

43
Lab 31: Reaction time
Topic: Other (Irritability)
Title: Reaction time
Aim: To measure reaction time
Materials: metre rule

Procedure:
1. Have students form pairs.
2. Let student A sit with his eyes closed and a hand outstretched ready to catch the ruler.
3. Let student B stand holding the ruler with the tip just touching the hand of student A.
4. Let student B randomly let go of the ruler while student A tries to catch it before it hits
the floor.
5. Note the reading where the top of the hand caught the ruler.
6. Repeat the steps 1-5 four times.

Results:
1. Record your results in a suitable table.

Analysis and discussion:

1. Calculate the average distance h that the ruler fell.
2. What is the relationship between the distance and the reaction time? (an exact equation is
not required)
3. How would you expect the reaction time to change if the experiment was repeated ten
times?

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

44
Lab 32: Choice chambers
Topic: Other (Irritability)
Title: Choice Chambers
Aim: To investigate whether termites prefer damp or dry conditions.
Apparatus and Materials:

Diagram:

Procedure:
1. Make a choice chamber as shown in the illustration above by taping a petri dish in the
exact centre of the shallow cardboard box. Tape or glue strips of cardboard inside the box
to divide it exactly in half.
2. Cover the bottom of one chamber of the choice chamber with damp paper towel.
3. Place 10 termites in the petri dish.
4. Cover the choice chamber with the mesh to prevent the termites from escaping.
5. After five minutes, count the number of termites in each chamber.
6. Repeat the experiment three times.

Results:
1. Record our results in a suitable format.

Analysis and discussion:

1. Why is it important to repeat the experiment?
2. Calculate the mean number of termites in each chamber.
3. Discuss one implication of the results of your experiment.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

45
Form 5 Term 1
Lab 33: Drawing of a seed
Topic: Germination
Title: Drawing of a seed
Aim: To draw the internal structures of a dicotyledonous seed.
Materials: red bean

Procedure:
1. Soak a red bean overnight.
2. Split the seed laterally to reveal the cotyledons.
3. Draw, label and annotate the internal structures of the seed.

46
Lab 34: Growth in a Seedling
Topic: Germination
Title: Growth in a Seedling
Aim: To measure the growth of a seedling
Materials: seeds, water, tissue paper, transparent container

Procedure:
1. Soak some seeds in water overnight.
2. Line the transparent container with paper towel.
3. Dampen the paper towel.
4. Place 3 seeds between the paper towel and the sides of the container.
5. Place the container in a warm place.
6. Dampen the paper towel daily.
7. Measure the growth of the seedling daily for 10 days.

Results:
1. Record the results in a suitable table
2. Plot a line graph showing the growth of the seedling for the period

Analysis:
1. During which period was the growth most rapid?

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

47
Lab 35: Pre and post germination food test
Topic: Germination
Title: Pre and post germination food test
Aim: To test a bean seed, before and after germination, for the presence of sugar and
starch
Materials: Red beans, newspaper, paper towel, water, test tubes and rack, test tube holder,
droppers, mortar and pestle, 500 ml beaker, Bunsen burner, distilled water,
Benedict’s solution, iodine

Procedure:
1. Soak some red bean seeds in water and place in a refrigerator overnight. Remove the
testa from 5 ungerminated seeds and crush the seeds in a mortar. Add about 5 ml of
distilled water to the mortar then transfer the mixture to an appropriately marked test
tube.
2. Clean the mortar and pestle carefully then repeat step 1 using 5 recently germinated
seeds.
3. Allow the mixtures to settle for about five minutes.
4. Prepare a water bath.
5. Using different droppers, remove about 2 ml of the extract from each test tube and place
in separate labelled test tubes (do not transfer any debris).
6. Place a few drops of iodine in each test tube. Record any observations.
7. Repeat step 5.
8. Add about 5 drops of Benedict’s solution to each tube and mix thoroughly.
9. When the water in the water bath comes to a gentle boil. Place the test tubes in the water
bath and leave them for about 10 minutes. (Do not let the water boil vigorously).
10. Remove the test tubes and allow them to cool. Record any observations.

Results:
1. Record all your results using a suitable format (Be detailed but concise).

Analysis and discussion:

1. Which sample contains sugar? Suggest an explanation.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

48
Lab 36: Drawing of a flower
Topic: Other (Reproduction)
Title: Drawing of a flower
Aim: To draw parts of a flower
Materials: Flower, pencil, paper

Procedure:
1. You are provided with a flower from which some of the parts have been removed. Make
a labelled drawing of the flower.

Results:
1. Secure your drawing in your lab book.

49
Lab 37: Disease vector control
Topic: Nutrition and diseases
Title: Disease vector control
Aim: To determine the best brand of mosquito insecticide
Hypothesis:
Materials:

Stimulus
“Mosquitoes are the most dangerous of all blood sucking insects… It is estimated that every year
mosquitoes transmit diseases to more than 700 million people” Bradfield et al page 330

Plan and design an experiment to determine which brand of insecticide is most effective at
killing mosquitoes.

50
Form 5 Term 2
Lab 38: Monohybrid crosses
Topic: Genetics
Title: Monohybrid crosses
Aim: To study the phenomenon of monohybrid crosses
Materials: 3 large beakers, red beads, white beads

Procedure:
1. Place 25 red beads and 25 white beads in beaker #1. Repeat for beaker #2. Let the red
beads (R) represent the dominant gene and the white beads (r) represent the recessive
gene.
2. Shake both beakers to mix the beads then with closed eyes, reach into each beaker and
select one bead each.
3. Place each bead on the table and observe the combination i.e. red and red (RR), red and
white (Rr) or white and white (rr).
4. Record the genotype and phenotype of the combination in a suitable table then replace
each drawn bead into the beaker from which it came.
5. Repeat steps 2 to 4 for a total of 60 sets of readings.

Results:
1. Record your results in a suitable format.

Analysis
1. Draw a Punnett square to show the possible crosses.
2. Based on the Punnett square, calculate the predicted percentage of each genotype and
phenotype in the offspring.
3. Based on your results, calculate the actual percentage of each genotype and phenotype in
the offspring.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

51
Lab 39: Inheritance (Tongue rolling)
Topic: Continuity and variation
Title: Inheritance (Tongue Rolling)
Aim: To investigate the occurrence of tongue rolling in a group of people.

Stimulus:
A student observed that some of her classmates can roll their tongue while others can’t. Develop
a suitable hypothesis then design and perform an experiment to test your hypothesis.

52
Lab 40: Variation in plants
Topic:
Title: Variation in a plants
Aim: To observe and record genetic variation in a plant species.
Materials: Notebook

Procedure:
1. Select a particular plant species in your community.
2. Observe and record the genetic variation within 10 samples of the plant species.

Results:
1. Record your results in a suitable format.

Analysis and discussion:

1. Discuss reasons for the variations observed.

Conclusion:
Write a suitable conclusion for this experiment.

Reflection:
Write a brief reflection on the impact of this lab and its relevance to real life.

53
Appendix: Generic mark schemes
The following are generic criteria used to assess labs. There might be slight modifications from
one lab to another.

Generic ORR Criteria

# Criteria Score
1 Presentation {report on experiment} (2 to 7)
2 Records date, title, aim 1
3 Records accurate list of materials 1
4 Report is arranged in a logical sequence 1
5 Section/subsection headings are named 1
6 Correct subject matter under correct headings 1
7 Includes conclusion (which relates to hypothesis/aim) 1
8 Written account {9 to 13}
9 Uses acceptable language/expression 2
10 Reports all key steps in procedure 1
11 Uses reported speech 1
12 Uses appropriate format (tables/graphs, …) to present data 1
13 Records original data 1
14 Use of Table {15 to 21}
15 Records suitable title 1
16 Records original data 1
17 Column headings are named 1
18 Correct subject matter under column headings 1
19 Correctly records units 1
20 Uses borders 1
21 Consistent use of significant figures 1
22 Use of Graph (23 to 31)
23 Records suitable title 1
24 Suitable scales chosen 2
25 Labels axes correctly 2
26 Correctly records units 2
27 Plots correct quantities on axes 1
28 Uses suitable data points ‘X’ or 1
29 Plots points correctly 3
30 Good line of best fit 1
31 Graph is generally neat 1

54
Generic DRW Criteria
Criteria Score
1 Drawing title present 1
2 Clean, continuous lines of even thickness 1
3 No shading 1
4 Drawing resembles specimen 1
5 Proportions are reasonable 1
6 Drawing is at least half the page 1
7 Labelling (8 to 9)
8 Labelling lines are straight (drawn with ruler) 1
9 Structures correctly identified (max 3) 3

Generic MM Criteria
Criteria Score
1 Use of thermometer (2 to 6)
2 Immerses bulb in liquid 1
3 Takes reading with bulb submerged in liquid 1
4 Stirs liquid 1
5 Avoids touching sides of container 1
6 Reads scale correctly (with unit) 2
7 Use of beaker/measuring cylinder (8 to 12)
8 Cylinder placed on a level surface 1
9 Reads cylinder at eye level 1
10 Reads bottom of meniscus 1
11 Reads scale correctly (with unit) 2
12 No spillage during pouring 1
13 Use of ruler (14 to 16)
14 Lines up zero mark with beginning of object 1
15 Avoids parallax (reads at eye level) 1
16 Reads scale correctly (with unit) 2
17 Use of the Triple Beam Balance (18 to 24)
18 Balance placed on level surface 1
19 Checks for zero error 1
20 Moves weights in correct sequence 1
21 Weights placed in slots 1
22 Allows pointer to settle before taking reading 1
23 Reads scale correctly (with unit) 2
24 Returns weights to zero position 1

55
Generic MM criteria continued:
Criteria Score
25 Use of the Electronic Balance (26 to 29)
26 Balance placed on level surface 1
27 Uses taring facility 1
28 Reads scale correctly (with unit) 2
29 Turns off balance when not in use 1
30 Electrical circuits (31 to 34)
31 Sets up circuit correctly 1
32 Polarity of ammeter correct 1
33 Polarity of voltmeter correct 1
34 Manipulates circuit elements correctly 1
35 Use of ammeter/voltmeter (36 to 38)
36 Checks for zero error 1
37 Reads correct scale 1
38 Avoids parallax error 1

Generic AI Criteria
Criteria Score
1 Calculation of a value based on results (2 to 4)
2 Correct formula used 1
3 Correct calculation 1
4 Correct unit 1
5 Discussion logically developed 1
6 Conclusion follows from results 1
7 Conclusion connected to aim/hypothesis 1
8 Reflection (9 to 10)
9 States how experiment impacted self 1
10 Connects experiment to real life 1
11 Limitations/Sources of error 1
12 Answers to teacher's questions

56